ELD Weekly Bulletin
Title III/ELD Listserv - February 29, 2016
ACCESS 2.0 Update
Good morning, ELD team!
We are happy to report that, due to the dedicated work of our district IT team, the ACCESS 2.0 Speaking test is now available on Chromebooks. Please remember that Speaking tests can only be completed in groups of 5 students per test administrator and that testing stations should be three to four feet apart.
If you have multiple test administrators who will be administering speaking tests at the same time, it is recommended that you have no more than 10 students testing on the Speaking test at a given time. This has to do with the upload and relay of testing prompts and responses with the ACCESS 2.0 Testing Site Manager (TSM) capacity.
The Writing tests are also available and can be administered in groups of 15 students per test administrator.
Below are some known errors to be aware of as you continue administering the ACCESS 2.0 online test:
· “The responses for the student’s previous login to this test are still stored on the Testing Site Manager (TSM). The responses must be sent by the TSM before the student can continue testing.” Please log the student out, wait 15 to 30 minutes, and log the student back in. This wait time typically allows for the student’s responses to register on the TSM in order for the student to continue testing.
· “The ORG Unit ID was entered incorrectly, was deleted, or was not assigned to this device.” Please contact your school’s ELD Coordinator for the ORG Unit ID number for your site. This will need to be entered on the impacted devices.
· “Connecting to Device Toolkit (with eternal spinning wheel).” This issue has only been seen on a few Chromebooks. If this occurs, please report it to your ELD Coordinator with the number of affected devices. Unfortunately, it is a nationwide problem for which DRC does not have a resolution.
If you have any additional errors or questions, please contact your school’s ELD Coordinator. If you are reporting technical errors, please include a screen shot and the name and test ID of the affected student(s).
We appreciate all that you all do to support the English language learners in Tulsa PS. You have shown great dedication, flexibility, and patience with the technical challenges. Thank you for ensuring a positive testing experience for our students.
What are the best ways to teach the Next Generation Science Standards to English Language Learners?
by Larry Ferlazzo
In Part One, educators Alicia Johal, Maria Montalvo-Balbed, Donna Barrett-Williams, Caleb Cheung, Laura Prival , Claudio Vargas and Ariane Huddleston share their suggestions on using the NGSS with English Language Learners. You can also listen to a ten-minute conversation I had with Alicia, Maria and Donna on my BAM! Radio Show. You can find a list of, and links to, previous shows here.
Today, Maria Grant, Diana Lapp, Judy Reinhartz, Lori Fulton, Brian Campbell and Laura Cabrera contribute their ideas.
Read more here about techniques and supports for teaching science to English language learners.
New WIDA Resource: Can Do Descriptors, Key Uses Edition
Well, first of all, the name: Can Do Descriptors, Key Uses Edition. WIDA uses the term Key Uses to represent the four overarching communicative purposes that are highly visible in school settings: Recount, Explain, Argue, and Discuss.
More attention is given to oral language development, as exemplified in the charts for the Key Use Discuss. With more rigorous content, the Can Do Descriptors, Key Uses Edition provides new examples for Level 6 language proficiency at each grade level band.
You'll also notice that the grade level clusters have been changed to align with those used for WIDA ACCESS for ELLs 2.0. There is one booklet each for Kindergarten, Grade 1, Grades 2-3, Grades 4-5, Grades 6-8, and Grades 9-12.
In addition, there is now a special booklet for Early Years Can Do Descriptors designed for use with dual language learners ages 2.5 to 5.5.
The Escamilla Interview: A Must-Read for Teachers of Language Learners
Top experts in the field of bilingual education Kathy and Manuel Escamilla
answer teachers’ questions on what makes a successful school, hybrid language use, and student identities. Their answers have affected our practice and could influence yours.
How would you define a successful school?
Kathy: We need to measure how kids are learning and doing in reading, writing and math. However, engagement is as important as accomplishment. Are the kids engaged? Are they motivated? Do they like to come to school? Do they see school as a place to invent their future? Those factors, as hard as they are to measure, are equally important to me when it comes to having a successful school.
Are the teachers well prepared? Is there a positive climate in the school?
I go into too many schools where the climate is like a prison. Kids are marching down the halls like soldiers. I don’t think that’s the kind of place where you will find engagement or the joy of learning that will take kids through graduate school.
What are your thoughts on hybrid language use and bridging in DLI programs?
Read more here on the Escamilla's response to this question are more.
Dear Colleague Letter: Making Schools Welcoming for Muslim, Arab, and Refugee Students
New WIDA Online Professional Learning Modules
WIDA is pleased to announce that the online learning module, Taking Action for ELLs: Foundational Concepts, is now available on the WIDA website (Login Required)! This module is designed to provide engaging learning opportunities anytime, anywhere!
Educators may interact with the content and apply it to their own practice. As part of the self-guided learning component of WIDA Professional Learning offerings, this online training addresses objectives related to Standards and Academic Language for English language learners.
The new training modules is designed for educators with a beginning level of awareness of WIDA English language development. The Foundational Concepts covers three topics:
Topic 1: Building Awareness of Your ELLs
Topic 2: Use of Language for Academic Purposes
Topic 3: Integrating Content and Language
Feel free to proceed through the modules independently or join up with colleagues to enhance your experience.
ELLNewsOK, Winter 2016
ACCESS Test Planning Resources
Materials pick up at Enrollment Center: February 4 & 5, 2016
ACCESS 2.0 & Alternate ACCESS
- ACCESS 2.0 Roles & Responsibilities
- ACCESS 2.0 Test Administrator Form
- ACCESS 2.0 Training Schedule
- ACCESS 2.0 Additional Materials Order Form
ACCESS 2.0
- ACCESS 2.0 Q&A PowerPoint
- ACCESS 2.0 Accessibility & Accommodations Descriptions
- ACCESS 2.0 Headphone Specifications
- ACCESS 2.0 Sample Items
- ACCESS 2.0 Updates as of 02/03/2016
Alternate ACCESS
Missed an ELD Department Meeting?
Upcoming Title III Events
March 4, 2:00pm - Interpreter and Translator Training
March 4 & 5 - Multicultural Education Institute at University of Central Oklahoma
All sessions are listed for enrollment in MyLearningPlan unless noted.
ELD Weekly Bulletins for SY2015-2016
February 22, 2016 February 16, 2016 February 8, 2016 February 1, 2016 January 19, 2016 January 11, 2016 January 4, 2016 December 18, 2015 December 14, 2015 December 5, 2015 December 2, 2015 November 30, 2015 November 16, 2015 November 9, 2015 November 5, 2015 November 2, 2015 October 26, 2015 October 19, 2015 October 12, 2015 October 5, 2015 September 28, 2015 September 21, 2015 September 14, 2015 September 7,2015 August 31, 2015 August 24, 2015 August 19, 2015 August 17, 2015 August 10, 2015 August 3, 2015 July 27, 2015